DANELLE G.

ESPARTERO

Waves on a String Remote Lab

This lab uses the Waves on a String simulation from PhET Interactive Simulations at University of
Colorado Boulder, under the CC-BY 4.0 license.
https://phet.colorado.edu/sims/html/wave-on-a-string/latest/wave-on-a-string_en.html

Learning Goals: Students will be able to:

A. Discuss waves’ properties using common vocabulary.
B. Predict the behavior of waves through varying mediums and at reflective endpoints.
C. Use scientific vocabulary for wave properties and behavior.

Develop your understanding: Open Waves on a String, then investigate wave behavior. As you
explore, think about how you would describe waves and some reasons the waves might act the way
they do.

Explain your understanding:

1. Write a list of characteristics to describe the waves. Describe each characteristic in your own
words so that any person could understand waves. Use images to help with the descriptions.
Tips: Later during this lab, you will relate your own descriptions to scientific ones. It is
important that you have your own words to begin your learning, so don’t do any research yet.
Also, learning is best when you make your own drawings. Perhaps you can insert images of
your own drawings. if not then use images from Waves on a String that look like your
drawings.

Wave Characteristics:
a.
b. etc..

3/30/30 Loeblein adapted for remote learning from https://phet.colorado.edu/en/contributions/edit/2819 page 1

Expand your understanding:

For steps 2-5 Investigate waves with Oscillate and No End

Tips: Helpful tools and

2. Use the Amplitude slider. Answer the questions; include images

a. Define Amplitude in everyday language.
- a. Amplitude is the maximum distance (height) that the string gets away from
the equilibrium (the dotted line on the simulation.
b. Explain how the wave behaves as the Amplitude changes using the characteristics you
described in #1
- b. At zero amplitude, the string is at equilibrium, or basically flat. As the
amplitude increases, the crest gets higher and the trough gets lower. The
crest and trough will always be the same distance from equilibrium. The
wavelength stays the same no matter the amplitude. This wave is also
periodic, not a pulse. The wave speed is also the same no matter what the
amplitude may be.

3. Use the Frequency slider. Answer the questions; include images.

a. Define Frequency in everyday language.
- a. Frequency is the number of cycles that the wave completes in a certain
amount of time. For this simulation, it is the speed of the pump.
b. Explain how the wave behaves as the Frequency changes using the characteristics you
described in #1
- b. When you increase the frequency, the amplitude is not affected. The
wavelength also gets smaller when the frequency is increased.

4. Use the Tension slider. Answer the questions; include images.

a. Define Tension in everyday language.
- a. Pulling force exerted by a string on another object.
b. Explain how the wave behaves as the Tension changes using the characteristics you
described in #1
- b. When you have high tension, the balls on the string are all attached. However,
even when you lower the tension just a little bit, the balls are no longer touching and
the amplitude becomes very hard to determine. With low tension, the wavelength
doesn't change.

5. Use the Damping slider. Answer the questions; include images.

a. Define Damping in everyday language.
- a. The restraining of vibratory motion (like shock absorbers and carpet pads).
b. Explain how the wave behaves as the Damping changes using the characteristics you
described in #1
- b. With no damping, the wave will never end. The amplitude and wave speed will
always stay the same. But when you increase the damping, the wave dies quickly. At
full damping, the wave only completes one cycle.

3/30/30 Loeblein adapted for remote learning from https://phet.colorado.edu/en/contributions/edit/2819 page 2

 6. Hold the end of a real rope or the corner of a blanket. Shake to make several waves.
a. How can you change the Amplitude of the wave?
- You can alter the amplitude of the wave by adjusting the position of my arm
between lower and higher.
b. How can you change the Frequency of the wave?
- The wave becomes higher and more intense.

c. Did you make waves more like Manual, Oscillate or Pulse?

- Manual

d. Use the simulation to show how your real experiment would look for changing
Amplitude.
(Explain your experiment and insert images here)
ANSWER:
- The first image illustrates not moving the wrench manually very high or low and
therefore the amplitude is lower. The second image illustrates moving the wrench
as high and as low it can go therefore increasing amplitude.
e. Use the simulation to show how your real experiment would look for changing
Frequency .
(Explain your experiment and insert images here)
ANSWER:
- In the first image the wrench was move slower therefore decreasing frequency
and in the second image was move vigorously up and down therefore creating a
higher frequency.
Practice applying your understanding:

7. A wave was generated by Oscillation and paused at two different times.

3/30/30 Loeblein adapted for remote learning from https://phet.colorado.edu/en/contributions/edit/2819 page 3

 Describe differences and similarities in the characteristics of the wave at different times.

ANSWER:
- They have the same frequency and amplitude. The only difference is that this wave is .2
seconds into the oscillation already, so the pole is in a different position and the whole
second picture being .2 seconds ahead of the other one.

3/30/30 Loeblein adapted for remote learning from https://phet.colorado.edu/en/contributions/edit/2819 page 4

Investigate for understanding:
8. Make a wave with the Oscillator with no Damping
a. Measure the vertical and horizontal location of a green ball with the ruler and record the
time.
Use to collect data to make a data table of the time, vertical and horizontal
positions of the same green ball. Make sure to include observations when the green ball is
above and below the middle line.
time vertical horizontal
(cm) (cm)
.02 -.2 4.8
.08 0 4.8
.14 .2 4.8
.20 .4 4.8
.32 .2 4.8
.38 0 4.8
.42 -.2 4.8
.48 -.4 4.8
.52 -.5 4.8
.56 -.5 4.8
.62 -.4 4.8

b. Make graphs of vertical position versus time and horizontal position versus time.
Describe or include images of each graph.

3/30/30 Loeblein adapted for remote learning from https://phet.colorado.edu/en/contributions/edit/2819 page 5

 c. How do the graphs help you understand the characteristics of waves?
- The graph with the time interval and the vertical points show a direct relationship
between its horizontal position and time, since it stayed at 4.8 the whole time, did
dot didnt move on the horizontal axis.
d. Predict how the graphs will look if you increase the damping.
Test your ideas and explain why damping affects the graphs.
- The wave would have less amplitude. Not to mention you could have chosen any
of the green dots on the wave with no damping and they would have had the same
amplitude but as the wave carry’s on, the less and less amplitude is exemplified
by the dots with.

9. Investigate how waves behave with other settings: Fixed, Loose, Manual, Pulse. Write a summary
of your observations including images for evidence.
- I feel like when the string end is fixed, the damping is a little harsh and the wave
doesn’t come to a natural end. if it weren’t fixed, the last green ball would move
up and down a bit. When the string is loose, the wave ends more naturally. When
the frequency is 100, it doesn’t change the fixed end but the loose end moves
much more quickly. With the loose end, a higher amplitude means a higher
amplitude on the ending pole too.

3/30/30 Loeblein adapted for remote learning from https://phet.colorado.edu/en/contributions/edit/2819 page 6

Test your understanding:

The figure below shows a rope on a smooth floor with a knot at point A. Someone has shaken the end
sideways to make a pulse. You are looking down and taking a movie of the motion. Below is one freeze
frame of the movie.

Underline your answer for each situation:

1. If you advance the movie one frame, the knot at point A would be
a) in the same place b) higher c) lower d) to the right e) to the left
2. If the person generates a new pulse like the first but more quickly, the pulse would be
a) same size b) wider c) narrower
3. If the person generates another pulse like the first but he moves his hand further, the pulse would be
a) same size b) taller c) shorter
4. If the person generates another pulse like the first but the rope is tightened, the pulse will move
a) at the same rate b) faster c) slower

Now the person moves his hand back and forth several times to produce several waves. You freeze the
movie and get this snapshot.

Underline your answer for each situation:

5. If you advance the movie one frame, the knot at point A would be
a) in the same place b) higher c) lower d) to the right e) to the left

6. If you advance the movie one frame, the pattern of the waves will be _________relative to the hand.
a) in the same place
b) shifted right
c) shifted left
d) shifted up
e) shifted down

7. If the person starts over and moves his hand more quickly, the peaks of the waves will be
a) the same distance apart b) further apart c) closer together

3/30/30 Loeblein adapted for remote learning from https://phet.colorado.edu/en/contributions/edit/2819 page 7

 8. If you lower the frequency of a wave on a string you will
a) lower its speed. b) increase its wavelength. c). lower its amplitude. d) shorten its
period.

9. Consider this wave approaching a fixed end

Which shows the wave after it reflects?

9. C

3/30/30 Loeblein adapted for remote learning from https://phet.colorado.edu/en/contributions/edit/2819 page 8